University of Arizona



Department of Teaching, Learning & Sociocultural Studies – Summer ll 2010

Program in Language, Reading and Culture

LRC 516- 002/901: Foundations of Structured English Immersion (SEI)

Instructor: Dr. Herman R. Lucero, LRC

Room: EDUC 530, College of Education

Schedule: Monday-Thursday 8:00-11:00 am- July 12- August 4

Office: LRC, Room 519 (5th Floor)

Office hours: Daily after class for 1 hour or by appointment

Telephone 626-3435 (direct)/621-1311 (msgs)

Email: hlucero@email.arizona.edu

Description

The Arizona Department of Education (ADE) requires that all individuals who seek teaching certification in the state on or after August 31, 2006, to have completed a course (3 semester hours) towards a 60 hour SEI endorsement in Structured English Immersion and the teaching of English Language Learners (ELLs). This course satisfies the initial 3 semester hour requirement. The requirement for the SEI endorsement stems from a class action lawsuit (Flores v. Arizona) filed in Nogales, Arizona in 1992 and subsequent passage by Arizona voters in November 2000 of Proposition 203 (English Language Education for Children in Public Schools).

This course is specifically designed for K-12 pre-service teachers who will have English learners as students in their classrooms. We will consider, among other issues, the historical and political context of education for ELLs and their families, the relationship between national and state education policy mandates and theories of first and second language acquisition, and sheltered instructional approaches to second language teaching in academic settings. We will also discuss the definition and application of structured English immersion methodology: what it means for the teacher and what it means for the students. In addition, we will explore the implementation of the “Sheltered Instruction Observation Protocol” (SIOP) model developed by researchers and teachers affiliated with the Center for Applied Linguistics (CAL) and the National Center for Research on Education, Diversity, and Excellence (CREDE). Students will use the SIOP for preparation of lesson plans for classroom presentations.

In addition to consideration of the issues above, the principal goal of the course is to engage prospective teachers in thoughtful ways of planning and implementing a variety of ELL teaching strategies that will promote the learning of academic content and the acquisition of English language and literacy among ELL students.

Course Format

This course will combine class lectures, individual student and group presentations and class discussions. The daily schedule for topics to be covered is subject to change based on class progress. Students will be kept advised of changes.

Required Readings

Echevarria, J. & Vogt, M. & Short, D.J. Making Content Comprehensible for Secondary English Learners: The SIOP Model. Boston, MA: Allyn & Bacon.

Additional readings are available on-line at the Arizona Department of Education website (ade.state.az.us) or provided as handouts in class.

Recommended Additional Reading

Echevarria, J. & Graves, A. Sheltered Content Instruction: Teaching English-Language Learners with Diverse Abilities, 3rd edition. Boston, MA: Pearson, Allyn & Bacon.

Policy on Attendance

This course covers basic issues in language acquisition and sheltered English content instruction; if you miss a lecture or discussion session you will miss information critical to the effective teaching of English language learners. Two absences will automatically reduce your grade by one letter. After three absences, you will be asked to drop the course.

Course Assignments and Requirements

1. Completion of readings, attendance and participation in class. Please come to class on time and be prepared to discuss the topic and readings for the day. Part of participation grade is completion of in-class assignments (15% of grade).

2. Course Goals. I am interested in knowing what your expectations for the course are,

that is; what new knowledge and information you’d like to come away with, and your own goals for the course. You will be provided time in class on the first day to write a couple of paragraphs detailing these goals (5% of grade).

3. Short Scholarly Reflections (10 reflections; 3 points each) on the readings and class discussions, in which you can discuss, summarize, compare, contrast or critique the

course readings. Each reflection should cover readings and issues scheduled for the day it is due. For example, the first reflection is due on July 13th and should address the Sheridan extract. The syllabus indicates what the topic is to be addressed for a specific reflection. Each paper should be at least 2 pages, typed and double-spaced. Late papers will not be accepted. See Aug 4 for Reflection #10 requirements (30% of grade).

4. Quizzes. There will be 3 quizzes given during the course which will count for 10 points each. These quizzes may include true-false, multiple choice and short answer questions (30% of grade).

5. Lesson Plan preparation and presentation. Lesson plan presentations will be done in groups of 4 students. Each group will be required to prepare and present a 40-55 minute lesson using the SIOP model. The lesson must include a minimum of 10 sheltered strategies (20% of grade).

Grading Criteria

On-time Attendance, Participation, etc. 15 points

Goals paper 5 points

Scholarly Reflections (10 @ 3 pts. each) 30 points

Quiz (3 @ 10 points each) 30 points

Lesson Plan Preparation and Presentation 20 points

Total 100 points

A = 93-100 B = 85-92

C = 77-84 D = 76-69 E = Below 69

|Date |Discussion Topics |Reading Assignments |Written Assignments |

|July 12 |Overview of course and introduction to |Required: |In-Class Goals Paper |

| |course issues, discussion of academic |Educational Leadership: The Case for Structured English |(Completed in class) |

| |expectations |Immersion by Kevin Clark, ade.state.az.us, Office of | |

| | |English Language Acquisition Services (OELAS), Articles of | |

| |Overview of Structured English |Interest. | |

| |Immersion(SEI) | | |

| | |Chapter 1, pages 1-16, E, V, & S. | |

| |Arizona Demographics | | |

| |English Language Learner Statistics | | |

| | | | |

| |Analyzing Disaggregated Data for ELLs ( AIMS| | |

| |Analysis ) | | |

| | | | |

|July 13 |Historical review of the education of |Required: |Reflection #1 due Jul 13 on |

| |English Language Learners: |Sheridan, “Mexicans and the Public School System, “(handout). |Sheridan |

| | |This is a chapter from the book Los Tucsonenses:The Mexican| |

| |The 1C Americanization Program in Tucson and|Community by Tom Sheridan | |

| |other Arizona cities/towns. | | |

| | | | |

| | | | |

| |(Dr. Lucero’s research) | | |

| | | | |

| |Video Presentation: “Taking Back the | | |

| |Schools” (from the Chicano Civil Rights | | |

| |Movement) | |Reflection #2 -Short writing |

| | | |assignment in class. “What were|

| | | |the issues and concerns of the |

| | | |students? |

| |State of Arizona educational policy and | | |

| |English Language Learners | | |

| |MacSwan article |Required: | |

| |Proposition 203 and Arizona Revised Statues |ARS 15-751-756 (handout) | |

|Jul 14 |15-751-756 |Proposition 203 (handout) |Reflection #3 due Jul 15 on |

| | |The Condition of English Language Learners in Arizona 2005 |Prop 203 and the MacSwan |

| | |(Jeff MacSwan) |article |

| | |(handout) | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

|July 14 |State educational policy and English |Required readings: (scan these) | |

|(cont’d) |language learners |Flores v. Arizona, Findings of Fact and Conclusions of Law | |

| | |(handout) | |

| |Application of Proposition 203 to: |Flores v. Arizona, ade.state.az.us, Office of English | |

| | |Acquisition Services, Other Useful Links. | |

| |Native American schools | | |

| | | | |

| |Charter Schools | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

|July 15 |State educational policy and English |Required: |Reflection #4 due Jul 15 on the|

| |language learners continued: |ade.state.az.us, Office of English Acquisition Services, |SEI Program Model |

| |Identification of English Language Learners |Structured English Immersion Program Models Task Force | |

| |(ELLs) |ade.state.az.us, Office of English Acquisition Services, | |

| |& Placement |Arizona English Language Proficiency (ELP) Standards. | |

| | | | |

| |Arizona English Language Learner Assessment |Read the Preface to Eng Lang Prof (ELP) Stds and the Cover | |

| |(AZELLA) |Sheets to Arizona Eng Lang Prof Stds for Listening, Speaking, | |

| | |Reading, and Writing. Scan the ELP standards. | |

| |Arizona English Language Proficiency (ELP) | | |

| |Standards | | |

| | | | |

| | |Closed book/closed notes. May be taken in groups of no more | |

| |Quiz |than 4 students. Only 1 set of answers to be turned in. | |

| | | | |

|Jul 15 | | | |

|(cont’d) |Group assignments for Jul 19 | | |

|July 19 |Federal educational policy and court |Required: | |

| |decisions affecting English Language |Education and Civil Rights of English Language Learners, | |

| |Learners. |(handout) | |

| |Title VI of the Civil Right Act of 1964 |Title III of NCLB (Language Instruction for Limited English | |

| |Equal Educational Opportunities Act of 1974 |Proficient and Immigrant Students), (handout) | |

| |Lau v. Nichols |NCLB (handout) | |

| |Castaneda v, Picard |Plyer v. Doe (handout) | |

| |No Child Left Behind (NCLB) | | |

| |Pyler v. Doe | | |

| |AZ SB1070/HB2281 | | |

| |Activity: Group presentations on the various| | |

| |laws and rulings. | | |

| | | | |

| | | | |

|July 20 |Theoretical Foundation of Language |Required readings: |Reflection # 5 on articles due|

| |Acquisition |Learning Theories (handout) |on Jul 20 |

| | |Stages of Second Language Acquisition | |

| |Introduction to Language Acquisition |(handout) | |

| |Theories | | |

| | | | |

| |Activities: Analysis of Learning Theories. | | |

| | | | |

| | | | |

| |Video Presentation: “Secrets of the Wild | | |

| |Child” | | |

| | | |Take notes on teaching methods |

| |Discussion: Critical Period Hypothesis and | |used to teach “Genie” to speak.|

| |teaching methods observed in the video. | |To be turned in. |

| | | | |

| | | | |

| | | | |

| |Group assignments for Jul 21 | | |

|Jul 21 |Theories of 2nd language acquisition & |Required: | |

| |development |Crawford, “Basic research in language acquisition,” (handout) | |

| | | | |

| |Intro to 2nd Language Acq | | |

| |Contributions of Krashen and Cummins |Research Summary and Bibliography for Structured English | |

| |Factors that Affect Second Language |Immersion Program Models, ade.state.az.us, Office of | |

| |Acquisition |English Acquisition Services, Structured English Immersion | |

| | |Program Models. | |

| |Research Summary…for SEI | | |

| | | | |

| |Activity: Group presentations on the | | |

| |Crawford article and Research Summary. | | |

| | | | |

| | | | |

| |Activities: Practice with 2nd Language | | |

| |Acquisition Theory | | |

|Jul 22 | | | |

| | | | |

| | | | |

| | |

| |Quiz Closed book/closed notes. May be taken in groups of no more than 4 |

|Jul 22 | |

|(cont’d) |students per group. Only 1 set of answers to be turned in. |

| | |

|July 22 |Introduction to Sheltered English Content |Required readings: |Reflection #6 on chapter1, |

|(cont’d) |Instruction |Teaching Diverse Learners- Sheltered English Instruction ( |pages 17-22 due Jul 26. |

| | |handout) | |

| |Sheltered Instruction v. “Effective” | | |

| |Instruction. |Chapter 1, pages 17-22, E, V & S | |

| |Academic Standards | | |

| |The SIOP | | |

| | |ade.state.az.us , Academic Standards, Scan academic | |

| |Activity: Review of Case Study in groups. |standards for your area of interest for future preparation of | |

| | |a lesson plan in this class. | |

|July 26 |Sheltered Instruction Observation Protocol |Required: |Reflection #7 due Jul 26, |

| |(SIOP) |Chapters 2-3 (including the Teaching Scenarios), E, V & S. |Chapters 2 & 3 |

| |Lesson plans formats. |Scan pages 236-241for SIOP Lesson Plan formats. | |

| |Video |SIOP Summary (handout) | |

| |SIOP Components: | | |

| |Lesson Preparation | | |

| |Building Background | | |

| | | | |

| |Teaching Scenarios, pg 43 & 71 | | |

| | | | |

| |Activities: Writing Content and Language | | |

| |Objectives, Building Background | | |

| | | | |

| | | | |

|Jul 27 |Sheltered Instruction Observation Protocol |Required: | |

| |(SIOP) |Chapters 4-6 (including the Teaching Scenarios), E, V & S |Reflection #8 due Jul 27 on |

| |Components: |Bloom’s Taxonomy (handout) |Chapters 4-6 |

| |Comprehensible Input |Class Profile (handout) | |

| |Strategies | | |

| |Interaction | | |

| |Teaching Scenario, pg 88,108,135 | | |

| |Video | | |

| |Activities: Questioning techniques and | | |

| |grouping of students | | |

| | |Required | |

| |SIOP Model components continued: |Chapters 7-9, E, V & S (including the Teaching Scenarios) | |

| |Components: |Internet research on the Water Cycle | |

|Jul 28 |Practice and Application |Academic Standards, 6th Grade Science |Reflection #9 due Jul 28 on |

| |Lesson Delivery |Water Cycle /Language Arts |Chapters 7-9 |

| |Review and Assessment |Lesson Plan self evaluation (handout) | |

| |Teaching Scenarios , pg 152,166, 185 |Rubric for grading lesson plans (handout) | |

| |Video |Student evaluation of lesson presentations | |

| |Group Activity-Prepare lesson plan on the |(handout) | |

| |Water Cycle/Language Arts (will be the same | | |

| |grouping for Jul 29) | | |

|Jul 29 |SIOP Group Lesson Plan Preparation |Academic standards for group lesson. | |

| | | | |

| | | | |

| |Quiz |Closed book/closed notes. May be taken in groups of no more | |

|Jul 29 | |than 4 students. Only 1 set of answers to be turned in. | |

|(cont’d) | | | |

| | | | |

| | |Copy of the lesson plan to Instructor before you present. | |

| |Group lesson plan presentations of a 40-55 | |Student evaluation of |

|Aug 2 |minute lesson. | |lesson presentations. |

| | | | |

| | | | |

| | | | |

| |Group lesson plan presentations of a 40-55 | |Student evaluation of |

|Aug 3 |minute lesson. | |lesson presentations. |

| | | | |

| | | | |

| |Group lesson plan presentations of a 40-55 | |Student evaluation of |

|Aug 4 |minute lesson | |lesson presentations. |

| | | | |

| |Individual reflections on the class to be | |Reflection #10 Summary of your |

| |about 2/3 minutes | |class participation, |

| | |Please note: you may retrieve your graded Lesson Plan from the|attendance, understanding of |

| | |LRC office pickup box (in Room 512) by Aug 9. They will be |course materials, and questions|

| | |inside a large envelope with our class number on it. Or, you |remaining. |

| | |may bring me a self-addressed, stamped envelope and I can mail| |

| | |it to you. | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

[pic]

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download